Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.     

Two teacher quality measures and the role of context: evidence from Chile

This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world.     

Rapid detection of natriuretic peptides by a microfluidic LabChip analyzer with DNA aptamers: Application of natriuretic peptide detection

Rapid detection of brain natriuretic peptide (BNP) concentration can be used for the diagnosis of acute heart failure and for the evaluation of the effectiveness of a clinical therapy. We used the systematic evolution of ligands by exponential enrichment method to develop DNA aptamers for BNP whose sequences were determined by cloning method and consensus sequence analysis. A total of eight conserved sequences was identified. By combining the fluorescent-labeled aptamers with fast protein lab-on-chip analysis, we could achieve quantification of BNP concentrations with high speed, sensitivity, and specificity.     

Characteristics of respondents who respond differently to positively and negatively worded items on rating scales

Although evidence prevails that including positively and negatively worded items within the same scale can lead to differential response patterns, little is known about factors that predict how different these responses will be. Thus, three datasets were analysed to investigate the characteristics of respondents whose responses between positively and negatively worded items are most different. The three studies yielded two major findings: (i) responses to the positively worded items yielded statistically significantly higher means than did responses to the negatively worded items, and (ii) several characteristics were identified pertaining to those who tend to have the largest absolute discrepancies in responses between the two sets of items.     

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

This study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning.     

Development of a personalized educational computer game based on students’ learning styles

In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students.     

Assessing South China (Guangzhou) High School Students’ Views on Nature of Science: A Validation Study

Research on students’ views on nature of science (VNOS) in Asian countries such as China is notably lacking. This study aimed to develop and validate an instrument to measure South China high school students’ VNOS. Based on the previously acquired qualitative data, the instrument included seven VNOS dimensions which reflect the crucial aspects of NOS indicated by the literature and/or the dominating ideology in China (i.e., Marxism). A sample (N = 604) was randomly divided into two groups used for exploratory analyses and confirmatory analyses. The results indicated that the instrument expressed satisfactory reliability and validity and the seven NOS dimensions could be explained by a higher-order dimension. That is, the data of this study supported the multi-dimensional framework that treats VNOS as comprising several more-or-less correlated dimensions. Two distinct dimensions, namely “Accumulative-Empirical Source” and “Pragmatic Justification” which have not been explicitly specified in the past literature, were found. In addition, the Chinese high school students generally held a constructivist/relativist-oriented view of all seven dimensions. Differences in gender and grade level were hardly observed in any dimension of the instrument. The findings are further discussed through a socio-cultural lens to enrich the current understanding of VNOS.